Understanding by Design 2.0: Designing Understanding-Based Curriculum (Two …roleofcoordinatorjakarta2015.weebly.com/uploads/3/2/3/1/... · 2019-10-07 · PD15GS001 . Understanding

PD15GS001

Understanding by Design 2.0:

Designing Understanding-Based Curriculum

(Two-Day Institute)

Jay McTighe

January 20-21, 2015

Singapore, Singapore

DAILY SCHEDULE

Continental Breakfast (provided) 7:30 a.m.

Session Begins 8:30 a.m.

There will be a 15-minute coffee break between 10:00 and 10:30 a.m.

Lunch (provided) 11:30 a.m.

Session Continues 1:00 p.m.

There will be a 15-minute soda break between 2:00 and 2:30 p.m. Session Adjourns 3:30 p.m.

Copyright ©2015 by Jay McTighe. All rights reserved. This handout is intended for your personal use only. Further reproduction and dissemination, in whole or part, requires the permission of the various owners as credited herein. ASCD publications present a variety of viewpoints. The views expressed or implied in this publication are not necessarily official positions of ASCD.

UbD 2.0: Designing Understanding-based Curriculum

Supplementary Handout

presented by

Jay McTighe

© 2012 Jay McTighe and Grant Wiggins 2

Curriculum Planning for Understanding

Key Understandings about...

-- Understanding --

• A primary goal of education is the development and deepening of student understanding of important ideas and processes within, and across, disciplines so that they can transfer their earning to new situations.

• Content needs to be “unpacked” to identify the big ideas worth understanding and the essential questions worth uncovering.

• Evidence of student understanding is revealed when students apply (transfer) their learning within authentic contexts.

• Six facets of understanding – the capacity to explain, interpret, apply, shift perspec‑tive, empathize, and self-assess – serve as indicators that students understand.

• Understanding must be “earned” by the learner. Teaching for understanding facilitates “meaning making” by the students and equips them to successfully transfer their learning.

-- Design --

• Effective curriculum development reflects a three-stage design process called “backward design.” This process helps to insure that curriculum plans are well aligned and focused on desired learnings. Backward curriculum design also helps avoid the twin problems of “textbook coverage” and “activity-oriented” teaching.

• The backward design process can be productively applied to planning a single unit, a year-long course, and an entire K-12 curriculum.

• Regular reviews of curriculum and assessment designs, based on design standards, are needed for quality control to avoid the most common design mistakes and disappointing results.

• Educators can “work smarter” in curriculum design by working collaboratively and sharing ideas via electronic networks.



A Summary of Key Research Findings Supporting Understanding by Design

• Views of how effective learning proceeds have shifted from the benefits of diligent drill and practice to focus on students’ understanding and application of knowledge.

• Experts’ knowledge is organized... Their knowledge is not simply a list of facts and formulas that are relevant to the domain; instead, their knowledge is organized around core concepts or ‘big ideas’ that guide their thinking about the domain (e.g., Newton’s second law of motion); it is “conditionalized” to specify the contexts in which it is applicable; it supports understanding and transfer (to other contexts) rather than only the ability to remember. Novices’ knowledge is much less likely to be organized around big ideas; they are more likely to approach problems by searching for correct formulas and pat answers that fit their everyday intuitions.

• Learning must be guided by generalized principles in order to be widely applicable. Knowledge learned at the level of rote memory rarely transfers; transfer most likely occurs when the learner knows and understands underlying principles that can be applied to problems in new contexts. Learning with understanding is more likely to promote transfer than simply memoriz‑ing information from a text or a lecture.

• Skills and knowledge must be extended beyond the narrow contexts in which they are initially learned. For example, knowing how to solve a math problem in school may not trans‑fer to solving math problems in other contexts. It is essential for a learner to develop a sense of when what has been learned can be used -- the conditions of application. Failure to transfer is often due to learners’ lack of this type of conditional knowledge.

• Curricula that are a “mile wide and an inch deep” run the risk of developing disconnected rather than connected knowledge. Research on expertise suggest that a superficial coverage of many topics in the domain may be a poor way to help students develop the competencies that will prepare them for future learning and work.” • Feedback is fundamental to learning, but feedback opportunities are often scarce in classrooms. Students may receive grades on tests and essays, but these are summative assess‑ments that occur at the end of projects. What are needed are formative assessments, which pro‑vide students with opportunities to revise and improve the quality of their thinking and understanding.

• Assessments must reflect the learning goals that define various environments. If the goal is to enhance understanding and applicability of knowledge, it is not sufficient to provide assess‑ments that focus primarily on memory for facts and formulas. Many assessments measure only propositional (factual) knowledge and never ask whether students know when, where, and why to use that knowledge. Given the goal of learning with understanding, assessments and feedback must focus on understanding, and not only on memory for procedures or facts.



Stage 2 – Assessment Evidence

Stage 1 – Desired Results

Stage 3 – Learning Plan

What “real-world” tasks will reveal students’ under-standing and proficiency? What transfer performan-ces should students be able to do well if they have met this standard?

What should students come to understand if they really learn this content well?

What should students eventually be able to do on their own if they can meet the Standard?

What important ques-tions are raised by this content?What essential ques-tions will guide inquiry into it?

What instruction is needed to equip students to meet this standard?What learning experiences will help learners acquire the knowledge and skills, make meaning of the impor-tant ideas and equip them to transfer their learning?

What evidence of learning is called for by the standard (and its indicators)?What assessments are needed?

Using Understanding by Design to Plan Curriculum

What big ideas and transfer goals are embedded in this Standard?

What factual knowledge must students acquire to meet the Standard?

What specific skills are stated or implied in the Standard? What proficiencies must students attain to meet the Standard?

What Standard(s) will the unit focus on? Given your reasons for teaching the unit, which Standard(s) are most relevant?



Frequently Asked Questions

1. Why did you change the UbD Template?Just as computer software programs are regularly updated to incorporate new ideas and adjustments based on user feedback, the new Template reflects the most current thinking on UbD, based on our own observations and the constant feedback we get from users throughout the world. In particular, we have seen the need to highlight transfer goals and the coding of Stages 2 and 3 because too often well-intentioned designers were not focusing on long-term transfer in their units, and the unit assess‑ments often did not closely align with the stated goals of Stage 1.

2. Do you have to follow the UbD Template order (top to bottom) when you design?No. Backward design does not demand a rigid sequence. The process of thinking through a design is inherently non-linear, with various entry points, leading eventu‑ally to a logically-organized product. Regardless of approach, designers should rou‑tinely check the emerging design against the UbD Design Standards to ensure that the process yields a desired high-quality unit design.

3. Should you use the 3-stage UbD Template for planning lessons as well as units?We do not recommend isolated lesson planning separate from unit planning. We have chosen the unit as a focus for design because the key elements of UbD – understandings, essential questions, and transfer performances – are too complex and multi-faceted to be satisfactorily addressed within a single lesson. For instance, essential questions should be revisited over time, not answered by the end of a single class period.

Nonetheless, the larger unit goals provide the context in which individual lessons are planned. Teachers often report that careful attention to Stages 1 and 2 sharpens their lesson planning, resulting in more purposeful teaching and improved learning.

Wiggins, G. and McTighe, J. (2011) The Understanding by Design Guide to Creating High Quality Units. Association for Supervision and Curriculum Development (ASCD).

<http://www.ascd.org/publications/books/109107.aspx>

The Understanding by Design Template 2.0



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Ski

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Esta

blish

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Mea

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Stag

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esir

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esul

ts

UN

DER

STA

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stan

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ESSE

NTI

AL

QU

ESTI

ON

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cons

ider

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..

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Tem

plat

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SK(S

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– Ev

iden

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lan

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esse

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lear

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eve

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in m

ore

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Pre-

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ent o

f driv

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titud

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t an

d in

form

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by in

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as s

tude

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tries

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ok fo

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mon

mis

conc

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and

skill

defi

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* fa

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per

iph‑

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d tu

rns

T A M A, T

Code

Key

: T

= tr

ansf

er,

M =

Mea

ning

-mak

ing,

A =

Acq

uisi

tion

A, T



Acq

uisit

ion

of K

now

ledg

e &

Ski

ll

Esta

blish

ed G

oals

Mea

ning

Tran

sfer

Stud

ents

will

kno

w...

Stag

e 1

– D

esir

ed R

esul

ts

UN

DER

STA

ND

ING

SSt

uden

ts w

ill u

nder

stan

d th

at...

Stud

ents

will

be

able

to in

depe

nden

tly u

se th

eir l

earn

ing

to...

ESSE

NTI

AL

QU

ESTI

ON

SSt

uden

ts w

ill k

eep

cons

ider

ing.

..

UbD

Tem

plat

e 2.

0

Stud

ents

will

be

skill

ed a

t...

Wha

t spe

cific

ally

do

you

wan

t st

uden

ts to

und

erst

and?

Wha

t inf

eren

ces

shou

ld th

ey m

ake?

Wha

t tho

ught

-pro

voki

ng q

uest

ions

w

ill fo

ster

inqu

iry,

mea

ning

mak

ing,

an

d tr

ansf

er?

Wha

t kin

ds o

f lon

g-te

rm, i

ndep

ende

nt a

ccom

plis

hmen

ts a

re d

esir

ed?

Wha

t Con

tent

Sta

ndar

ds,

Prog

ram

and

/or M

issi

on

rela

ted

goal

(s) w

ill th

is

unit

add

ress

?

Wha

t fac

ts a

nd b

asic

con

cept

s sh

ould

stu

dent

s kn

ow a

nd b

e ab

le

to re

call?

Wha

t dis

cret

e sk

ills

and

proc

esse

s sh

ould

stu

dent

s be

abl

e to

use

?



Eva

luat

ive

Cri

teri

aA

sses

smen

t Evi

denc

e

OTH

ER E

VID

ENC

E

PER

FOR

MA

NC

E TA

SK(S

)Stag

e 2

– Ev

iden

ceU

bD T

empl

ate

2.0

Cod

ing

How

will

stu

dent

s de

mon

stra

te th

eir u

nder

stan

ding

(mea

ning

-m

akin

g an

d tr

ansf

er) t

hrou

gh c

ompl

ex p

erfo

rman

ce?

Wha

t cri

teri

a w

ill b

e us

ed in

ea

ch

as

sess

men

t to

eva

luat

e at

tain

men

t of

the

Des

ired

Re

sult

s?

Rega

rdle

ss

of th

e form

at

of th

e as

sess

-m

ent,

wha

t qu

alit

ies

are

mos

t im

port

ant?

Wha

t oth

er e

vide

nce

will

you

col

lect

to d

eter

min

e w

heth

er S

tage

1 g

oals

wer

e ac

hiev

ed?

Are

all

of th

e D

esir

ed

Resu

lts

bein

g ap

-pr

opri

-at

ely

as-

sess

ed?



Stag

e 3

– Le

arni

ng P

lan

UbD

Tem

plat

e 2.

0

Cod

ing

LEA

RN

ING

EV

ENTS

Prog

ress

M

onito

ring

Pre-

asse

ssm

ent

Whi

le d

etai

led

less

on p

lans

are

not

exp

ecte

d he

re,

you

shou

ld i

nclu

de

suffi

cien

t in

form

atio

n so

tha

t an

othe

r te

ache

r w

ho i

s fa

mil

iar

wit

h th

e un

it’s

con

tent

cou

ld u

nder

stan

d an

d fo

llow

the

bas

ic le

arni

ng p

lan.

Tha

t m

eans

not

jus

t st

atin

g W

HAT

lear

ners

wil

l do

but

WH

Y t

he e

vent

is

prop

osed

-

its

purp

ose

Opt

iona

l: U

se t

he c

olum

n on

the

left

to

code

you

r le

arni

ng a

ctiv

itie

s; e

.g.,

th

eir

alig

nmen

t w

ith

Stag

e 1

elem

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Key: 3 = meets the standard 2 = partially meets the standard 1 = does not yet meet the standard

Stage 1 3 2 1 Feedback & Guidance1. The listed Transfer Goals specify desired long-term, genuine accomplishment. (T) 2. The identified Understandings reflect important, transferable ideas. (U)3. The identified Understandings are stated as full-sentence gener‑alizations – Students will understand that.... (U)4. Essential Questions are open-ended and thought provoking. (Q)5. Relevant Standards, Mission, and/or Program Goals (G) are ad‑dressed explicitly in all 3 Stages.6. The identified knowledge (K) and skill (S) are needed to ad‑dress the established goals, achieve the targeted understanding(s), and support effective transfer.7. All the elements – T, U, Q, G, K, S – are aligned so that Stage 1 is focused and coherent. Stage 28. The specified assessments provide valid evidence of all desired results; i.e., Stage 2 aligns with Stage 1.9. The specified assessments include authentic transfer tasks based on one or more facets of understanding.10. The specified assessments provide sufficient opportunities for students to reveal their attainment of the Stage 1 goals.11. Evaluative criteria for each assessment are aligned to Desired Results. Stage 312. Appropriate learning events and instruction will help learners: a. Acquire targeted knowledge and skills. b. Make meaning of important ideas. c. Transfer their learning to new situations.13. The W.H.E.R.E.T.O. elements are included so that the unit is likely to be engaging and effective for all learners. Overall14. All 3 stages are coherent and in alignment.15. The unit design is feasible and appropriate for this situation.

UbD Unit Design Standards 2.0



TRANSFER GOALS

Definition Transfer Goals highlight the effective uses of understanding, knowledge, and skill that we seek in the long run; i.e., what we want students to be able to do when they confront new challenges – both in and outside of school. There are a small number of overarching, long-term transfer goals in each subject area. For example, a long-term aim in mathematics is for students to be able to solve “real world” problems on their own. For example, a long-term transfer goal in history is for students to apply the lessons of history when considering contemporary issues. In every case, the ability to transfer learning manifests itself in not just one set‑ting but in varied situations. Transfer is about independent performance in context. You can only be said to have fully understood if you can apply your learning without someone telling you what to do and when to do it. In the real world, no teacher is there to direct and remind you about which lesson to plug in here or there. Transfer is about intelligently and effectively drawing from your repertoire, independently, to handle new contexts on your own. In the real world, no teacher is there to direct and remind you about which lesson to plug in here or there: transfer is about intelligently and effectively drawing from your repertoire, independently, to handle particular contexts on your own. The goal of transfer thus requires that an instructional plan (in Stage 3) help the student to become increasingly autonomous, and the assessments (in Stage 2) need to determine the degree of student autonomy.

Transfer goals have several distinguishing characteristics: • They are long-term in nature; i.e., they develop and deepen over time. • They are performance based; i.e., require application (not simply recall). • The application occurs in new situations, not ones previously taught or encountered; i.e., the task cannot be accomplished as a result of rote learning. • The transfer requires a thoughtful assessment of which prior learning applies here; i.e., some strategic thinking is required (not simply “plugging in” skill and facts). • The learners must apply their learning autonomously on their own, without coaching or excessive hand-holding by a teacher). • Transfer calls for the use of habits of mind; i.e., good judgment, self regulation, persistence along with academic understanding, knowledge and skill.



Long Term Transfer Goalsexamples

Students will be able to independently use their learning to:

History • Use knowledge of patterns of history to better understand the present and prepare for the future.• Critically appraise historical claims and analyze contemporary issues.• Participate as an active and civil citizen in a democratic society.

Health and Physical Education • Make healthful choices and decisions regarding diet, exercise, stress management, alcohol/drug use throughout one’s life.• Play a chosen game skillfully and with good sportsmanship. Mathematics• Make sense of never-before-seen, “messy”problems and persevere in solving them.• Construct viable arguments involving mathematics and statistics and critique the reasoning of others.

Performing & Fine Arts • Find at least one arts discipline in which they develop sufficient competence to continue active involvement in creating, performing, and responding to art as an adult.• Respond by analyzing and interpreting the artistic communications of others.

Reading• Read and respond to text in various genres (literature, non-fiction, technical) for various purposes (entertainment, to be informed, to perform a task).• Comprehend text by inferring and tracing the main idea, interpreting (“between the lines”), critically appraising, and making personal connections.

Research• Locate pertinent information from varied sources (print, on-line; primary, secondary).• Critically evaluate sources and information (e.g., for accuracy, completeness, timeliness, lack of bias, properly referenced).

Science • Evaluate scientific claims and analyze current issues involving science or technology. • Conduct a sound investigation to answer an empirical question.

World Language• Effectively communicate with varied audiences and for varied purposes while displaying appropriate cultural understanding.

Writing• Write in various genres for various audiences in order to explain (expository), entertain (narrative/poem), argue (persuasive), guide (technical), and challenge (satirical).• Carefully draft, write, edit, and polish one’s own and others’ writing to make it publishable.



Transfer Goals examples from schools and districts

Science Transfer GoalsStudents will be able to independently use their learning to:

• Apply knowledge of science and engineering to engage in public discussions on relevant issues in a changing world.• Conduct investigations, individually and collaboratively, to answer questions.• Evaluate scientific claims for validity.• Think systemically.

Source: North Slope Borough School District, Barrow, Alaska (July 2012)

Visual Arts Transfer GoalsStudents will be able to independently use their learning to:

• Create engaging and purposeful artistic expressions in forms that vary in terms of media and style. • Communicate ideas, experiences, and stories through art. • Respond to the artistic expression of others through global understanding, critical stance, personal connection, and interpretation. • Respond to technical and conceptual challenges of his/her own. • Develop an independent artistic vision.

Source: Sheridan School, Washington, DC (June 2011)

World Languages Transfer Goals Students will be able to independently use their learning to:

• Communicate effectively in the target language(s) in realistic situations while displaying a sensitivity to culture and context. • Emulate native speakers.• Willingly taking risks with language, both within and outside of the classroom.

Source: The Dalton School, New York, NY (March 2012)

Special Education Students will be able to independently use their learning to:

• Function in the community while respecting social/cultural norms.• Advocate for their personal needs – academic, behavioral, emotional, and physical. • Communicate effectively based on purpose, task, and audience using appropriate vocabulary.• Explore and pursue viable options based on aspirations, interests, and experience.

Source: Prosper ISD, TX (April 2013)

© Wiggins & McTighe 2012 page 16

Unpacking Standards Worksheets

Stated/implied performances in VERBS:Stated/implied “big ideas” in NOUNS:

Unpacking Standards - “Inside Out” Method

STANDARD

Understandings

Essential Questions

Transfer Goal(s)

Performance Task(s)

ADJECTIVES and ADVERBS:

Criteria

• arguments • claims• topics or texts• evidence • reasoning

• write • support (claims)• analyze (topics/texts)• reasoning

• valid• relevant• sufficient

• relevant evidence• sufficient evidence• valid reasoning

Based on your reading of informational texts on a local or national issue, prepare a (report, letter to editor, essay) for a specific audience to convince them of your position. Your argument should follow a logical sequence with supporting evidence for your position (claim).

• What makes an argument convincing? • What is the best evidence I can use to support my argument? • How do I best organize and present my argument?

• The effectiveness of an argument is dependent upon the quality of the supporting evidence used (validity, appropriateness) and how it is con-veyed.

produce clear and coherent writing to persuade a target audience

Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.





STANDARD

Understandings

Essential Questions

Transfer Goal(s)

Performance Task(s)


Criteria

• Write for the same purpose to different audiences, and explain the influence of the target audience on thestyle, word choice, etc.• Write on the same content in two different genres and explain each genre’s influence on organization, style, word choice.

• A writer’s purpose (e.g., to inform, entertain, persuade, etc.) and audienceshapes the style, development and organization of the writing.• Different writing genres and purposes have unique organizational patterns.

• clear • coherent• appropriate to task, purpose, audience

• development • organization • style • task • audience • purpose (“form follows function”)

• What is my goal? For whom am I writing? • How does purpose and audience affect a writer’s style and organization? • How do effective writers hook and hold their readers in different genres (e.g., mystery, essay, poem, historical fiction)?

• clear • coherent• appropriate

Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

Produce (writing)

Produce clear and coherent writing in which the development, organiza-tion, and style are appropriate to task, purpose, and audience.

Source: Common Core – College and Career Readiness Anchor Standards – Writing





STANDARD

Understandings

Essential Questions

Transfer Goal(s)

Performance Task(s)


Criteria

Determine central ideas or themes of a text and analyze theirdevelopment; summarize the key supporting details and ideas.

• ideas • development • themes • details• text

• determine• analyze• summarize

• Authors do not always state thecentral idea or theme overtly; readers have to infer it “between the lines.”• Effective readers use specific strate-gies to help them infer the impliedmain ideas of a text.

• How can I to determine the centralidea or theme of what I read?• How can I read “between the lines”to determine the author’s meaning?• What strategies do effective read-ers use to make meaning from a text?

• Prepare a “study guide” for studentsby summarizing the central ideas orkey themes of a text.• Use the “Adding up the Facts” orga-nizer to show how supporting detailslead to an inference about main ideas.

• appropriate inference• effective summary• supported by key details

Determine central ideas or themes ofa text and analyze their develop-ment. Summarize the key supporting details

• central• key•supporting





STANDARD

Understandings

Essential Questions

Transfer Goal(s)

Performance Task(s)


Criteria

• mathematical model(s)• “real life” problems• disciplines and life

• How can I best model this phenomena in this situation?• Do these results make sense?• What are the limits of this mathematical model in this context?• What do effective problem solvers do?

• Mathematical models simplify and connect phenomena to assist in under-

standing and problem solving. • Mathematical models must be viewed

critically so that they do not mislead. •Effective problem solvers always check

for the reasonableness of solutions.

• Create a mathematical model for a selected “real-world” situation (e.g., seasonal temperatures).• Critically review and improve a mathematical model for its appropri-ateness to a given situation.

• model • apply• solve

Apply the mathematics they know to develop mathematical models for solving real world problems

• appropriate modeling• accurate• reasonableness of solution

Model with Mathematics Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace....routinely interpret their mathemati-cal results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose.

• interpret • reflect on• improve





STANDARD

Understandings

Essential Questions

Transfer Goal(s)

Performance Task(s)


Criteria



The facets of understanding provide indicators of understanding and thus can be used to select or develop assessments.

If someone really understands something, they can...

Explanation

Inte

rpre

tatio

n

Pers

pect

ive

Self-Knowledge

The Facets of Understanding

Empathy

• Explain it in their own words.•Represent it in a different form.

•Teach it to someone else.•Make and support an

inference.

• Make meaning from a text or data set.• See and describe patterns.• Make new connections.

• Use their learning effectivelyin a new situation.• Transfer.

• Get “inside” another person’s feelings and world view.• Recognize merit in the odd, unorthodox, or unfamiliar.

• Realize their strengths and weaknesses.

• Recognize the limits of their own understanding.

• Reflect on their learning and actions.

• Recognize different points of view. • See the “big picture.”• Take a critical stance.

Facets of Understanding

Application



Performance tasks can be used as rich learning activities or as assessments. They ask students to apply knowledge and skills to a new situation, and typically yield tangible products and performances that serve as evidence of learning. Performance tasks (as distinct from long-term projects) can usually be completed within a relatively short time frame, generally between one and four class periods. Here are general characteristics of performance tasks; they: • demand thoughtful application of knowledge and skills, not just recall; • yield tangible products and performances that serve as evidence of learning; • establish authentic contexts for performance; • can integrate two or more subjects as well as 21st century skills (e.g., critical thinking, technology use, teamwork); • do not have a “single, best” answer or one, “right way” to accomplish the task; • evaluate performance with established criteria and rubrics; and • may be used as rich learning activities and/or assessments. Performance tasks may be content-specific (e.g., mathematics, science, social studies) or integrated (i.e., involving two or more subjects). One natural interdisciplinary connection is to include a reading, research and/or communication (writing, graphics, presentation) component to tasks in content areas. Such tasks encourage students to see meaningful learning as integrated, rather than something which occurs in isolated segments. Two examples of performance tasks are provided below.

Fairy Tales [grades 3‑4]

You have just finished reading three fairy tales that all have the same general pattern – characters overcoming a confrontation with an animal when the animal’s intent is to harm the character(s). Your task is to write a story that includes all the characteristics of a fairy tale and also uses this same general pattern. You will then read your story to your kindergarten reading buddy and teach him/her about the characteristics and general pattern of a fairy tale. Source: Assessing Outcomes: Performance Assessment Using Dimensions of Learning

City Park [high school physics]

Your design team has been asked by the City Park Department to construct a model for a new playground near the elementary school. The playground will have swing sets and see-saws. For the safety of the children who will be using the playground equipment, you must design your swings so that they don’t swing too fast or “loop-the-loop “ over the top of the swing set. Design and conduct an experiment to determine how the variables - length, mass, height of release - affect the rate of back-and-forth movement of a swing. Be prepared to present your find‑ings, recommendations, and a demonstration to the City Park officials. Source: A Tool Kit for Professional Developers: Alternative Assessment

Performance Tasks



Performance Task ExamplesExamine the performance task vignettes on the following pages. What distinguishes these tasks from typical test “items”? What common features or characteristics do these share?

Painting a Schoolroom – (Mathematics, grades 7-9) When contractors give us an estimate on repairs, how can we know if the cost is reasonable? You have been asked by the Principal to review a painting contractor’s proposal to determine whether s/he is being overcharged. (Students are given room dimensions and cost figures for materials, labor, and a 20% profit. ) Examine the proposal and write a letter to the Principal providing your evaluation of the proposal. Be sure to show your calculations so that s/he will understand how you arrived at your conclusion.

Mail-Order Friend – (Language Arts, grades K-2) Imagine that you have an opportunity to “order” a friend by telephone from a mail-order catalog. Think about the qualities that you want in a friend. Before you “order” your friend over the telephone, practice asking for three characteristics that you want in a friend and give an example of each characteristic. Remember to speak clearly and loud enough so that the sales person will know exactly what to send.

From the Mountains to the Seashore – (History, Geography, Math, grades 5-8) A group of nine foreign students is visiting your school for one month as part of an international exchange program. (Don’t worry, they speak English!) The principal has asked your class to plan and budget a four-day tour of Massachusetts to help the visitors understand the state’s impact on the history and development of our nation. Plan your tour so that the visitors are shown sites that best capture the ways that MA has influenced our nation’s development. You should prepare a written tour itinerary, including an explanation of why each site was selected. Include a map tracing the route for the four-day tour and a budget for the trip.

Spot Remover – (Science, middle school) Chris wants to decide which of two spot removers is best. First, he tried Spot Remover A on a T-shirt that had fruit stains and chocolate stains. Next, he he tried Spot Remover B on jeans that had grass stains and rust stains. Then he compared the results. Explain what did Chris do wrong that will make it hard for him to know which spot remover is best. Redesign the experiment to help him determine the best spot remover.



Performance Task Examples

Hall of Recognition – (Social Studies, Language Arts, grade 4-5) The state has announced the establishment of a Hall of Recognition to honor the con‑tributions of local citizens to their community, the state or the nation. Since you are learn‑ing about famous individuals from _____, you have been asked to nominate a candidate who you believe would be worthy of admission to the Hall. Your task is to select and research the life of your chosen individual. Submit a nomi‑nation letter to the Hall’s selection committee explaining the reasons why your candidate should be included Hall of Recognition. Be sure to describe his/her accomplishments and the contributions they he/she has made.

We Salute You - (Language Arts, Social Studies, grades 1-4) Our room mother, Mrs. ________, has done many things to help us throughout the year. When people do things for you, it is important to show appreciation. We will each be writing a letter to her to thank her and let her know how she has helped our class. Your letter should include all the parts of a friendly letter. Be sure to tell Mrs. ________ at least three ways she has been helpful to our class. Include at least one thing that you especially appreciate about Mrs. ________.

Chemical Equilibrium – (Chemistry, grades 11 - 12) You are a researcher hired by a group of expert mountain climbers. Hypoxia is the set of symptoms (headache, fatigue, nausea) that comes from a lack of oxygen in body tis‑sues. It is often felt by mountain climbers as they ascend altitude quickly. Sherpas, long-time residents of high altitudes, seem to feel no hypoxic discomfort. Why might that be? Your group wants to know, and to benefit from the knowledge. Design a series of experiments that would test the difference in hypoxic symptoms between mountain climbers and sherpas. Explain, using chemical equilibrium, why high altitude causes hypoxia in the climbers. How can sherpas avoid these symptoms? How can you test for these possibilities? What would a positive test look like? What inherent errors would you have to be aware of?

Tour Director – (World Languages - Level 1) You serve on a Welcome Committee to provide tours for new students. Plan a trip to three places (e.g., school, town, mall) in the new student’s target language. Incorporate the following vocabulary: directions (left, right, near, far, next to, etc.), places (e.g., class‑rooms, cafeteria, gym, library, labs, churches, police and fire stations, schools, restau‑rants, stores) and transportation (e.g., bus, bike, stairs, escalators, taxi, train, car). Remember to include a variety of locations, directions, and forms of transportation on your “trips.” Keep sentences simple and narrate in the target language.



Performance List for Writing FictionPrimary Level

1. I have an interesting setting and characters for my story.

Terrific O.K. Needs

Work

What will you try to do better the next time you write a story?

2. The problem in my story willbe clear to my readers.

3. My story events are in order.

4. The solution will be clear to my readers.

5. I used many describing words to tell what is happening. 6. My words “paint a picture.”

7. I have a title that goes with my story.



Teaching and Learning for Understanding

Transferlearning to new

situations

Make Meaning of “big ideas”(key principles and processes)

Acquire important knowledge and skills

What does it mean to teach and learn for understanding? We have found it useful to consider this question by examining three distinct, yet interrelated, learning goals: 1) acquisition of new information and skill, 2) making meaning of that content (i.e., coming to understand), and 3) transfer of one’s knowledge (i.e., apply‑ing one’s learning to new situations). These three categories link directly to elements identified in Understanding by Design. In Stage 1 teachers specify the knowledge and skill that they intend students to acquire. They also decide upon the “big ideas” they want students to come to understand and develop essential questions to help students make meaning of those ideas. In Stage 2, teachers develop performance tasks requiring transfer as evidence that students understand and can apply their knowledge in authentic contexts.



What is Fair?Who won this year’s 7th grade race around the campus?Every year at Birdsong Middle School, there is an all-class race. Below are the results for the 7th grade (which is made up of four different classes). But there is a problem: no one agrees on who won! One person thinks Class C should win the trophy because they had the 1st runner overall in the race. Another person thinks Class D should win because they had 3 runners come in under 10th place. A third person says: just find the average. But a 4th person said: wait a minute – Class C had more students in their class than Class D. Averages won’t be fair! A 5th person says: use the scoring system in Cross Country – just add up the place of finish of the top 5 finishers in each class and the lowest total wins. A 6th person says – unfair! Some classes did well in the first few runners but poorly in the middle! Why should they win? Now, everyone is confused and arguing.

What is the fairest way to determine the winner? Which class should win the trophy? Your group, well-known in the school as a group of expert mathematicians (and respected for your sense of fairness) is being consulted as to who should win the trophy. What will you recommend and why?

Class rank Class A Class B Class C Class D 1 4 6 1 2 2 9 7 3 5 3 11 10 14 8 4 12 13 18 15 5 20 16 19 17 6 21 22 23 31 7 25 24 28 33 8 26 27 30 36 9 29 34 32 37 10 35 39 41 38 11 43 40 44 46 12 45 42 47 51 13 49 48 50 55 14 54 52 56 57 15 61 53 60 58 16 65 62 63 59 17 69 66 64 67 18 70 72 68 19 71 73 20 74

Notes on the chart:• The numbers in the chart, from 1 to 74 represent the place of finish of that runner. So, the overall race winner was from Class C, the number two runner overall was in Class D, etc.• Class rank refers to the rank of finish place in that class, not the overall race. So, the first runner in class A was 4th overall in the race, the 2nd best runner in class A came in 9th overall, etc.• The blanks reflect the fact that each of the 4 classes has a different number of students.



A = acquiring basic knowledge and skills M = making meaning T = transfer

Mathematics Unit on Measures of Central Tendency

Essential Question: What is fair - and how can mathematics help us answer the question?

1. Introduce and discuss the essential question, first part - What is “fair”? What is “unfair’? M

2. Introduce the 7th grade race problem. Which of the 7th-grade classes won the race? What is a fair way to decide? Small-group inquiry, followed by class discussion of answers. M

3. Teacher informs students about the mathematical connections derived from the problem analysis, and lays out the unit and its culminating transfer task. A

4. In small-group jigsaw, students share their answers to the INQUIRY sheet, then return to their team to generalize from all the small-group work. Discuss other examples related to the concept of “fairness” such as the following. M - What is a fair way to rank many teams when they do not all play each other? - What is a fair way to split up limited food among hungry people of very different sizes? - When is it ‘fair’ to use majority vote and when is it not fair? What might be fairer? - Is it fair to have apportioned Representatives based on a state’s population, yet have two Senators from each state irrespective of their size? What might be fairer? - What are fair and unfair ways of representing how much money the “average” worker earns, for purposes of making government policy?

5. Teacher connects the discussion to the next section in the textbook - measures of central tendency (mean, median, mode, range, standard deviation). A

6. Students practice calculating each type of measure. A

7. Teacher gives quiz on mean, median, mode from textbook. A

8. Teacher leads a review and discussion of the quiz results. A M

9. Group task worked on in class: What is the fairest possible grading system for schools to use? M T10. Individuals and small teams present their grading policy recommendations and reasons. M T 11. Culminating transfer task: Each student determines which measure (mean, median or mode) should be used to calculate their grade for the marking period and writes a note to the teacher show‑ing their calculations and explaining their choice. T

12. Students write a reflection on the essential question and their learnings as a result of the unit. M

Coding a Learning Plan Using A - M - T



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Ideas for Pre-AssessmentThe following pre-assessment techniques provide efficient diagnostic checks of student prior knowledge and misconceptions. This information guides any differentiated instruction/as‑sessment that may be needed.

K-W-L-S Prior to the introduction of a new topic or skill, ask students what they already Know (or think they know) about the topic or skill. These are recorded on a board or chart paper under the “K” column. (Sometimes, students make statements that are incorrect or reveal misconceptions.) Secondly, ask them what they Want to know (or what questions they have) about the topic/skill. These are recorded under the “W” column. (Their questions often reveal interests or “hooks” to the topic. In some cases, their questions reveal misconceptions that will need to be addressed.) As the lesson or unit proceeds, Learnings are summarized and recorded in the “L” column as they occur. (This provides an opportunity to go back and correct any misconcep‑tions that may have been initially recorded in the “K” column.)

Pre-Test (non-graded) Give students a pre-test to check their prior knowledge of key facts and concepts. Use the results to plan instruction and selection of resources. (Make sure that students know that the results will not count toward final grades.)

Skills Check (non-graded) Have students demonstrate their proficiency with a targeted skill or process. It is help‑ful to have a proficiency checklist or developmental rubric to use in assessing the degree of skill competence. Students can then use the checklist or rubric for on-going self assessment.

Web/Concept Map Ask students to create a web or concept map to show the elements or components of a topic or process. This technique is especially effective in revealing whether students have gaps in their knowledge and the extent to which they understand relationships among the elements.

Misconception Check Present students with common errors or predictable misconceptions regarding a designated topic, concept, skill or process. See if they are able to identify the error or misconception and explain why it is erroneous or flawed. The misconception check can also be presented in the form of a true-false quiz, where students must agree or disagree with statements or examples.



Formative Assessment – Whole Group

The following on-going assessment techniques can be used to obtain a quick “pulse check” of a whole class or group of students.

Hand SignalsAsk students to display a designated hand signal to indicate their understanding of a designated concept, principle, or process. For example, 1. I understand _____________ and can explain it (e.g., thumbs up) 2. I do not yet understand __________________ . (e.g., thumbs down) 3. I’m not completely sure about _____________ . (e.g., wave hand)

White BoardsHave students record a response on a white board and hold it up. For example, Prediction – What number should appear next in the sequence? Agree/Disagree – Is this an example of in the sequence?

Student Response SystemsUse SRS “clickers” to have students record a response to a question or a prompt. The results can be tabulated on the teacher’s computer to provide immediate feedback.

Misconception CheckPresent students with common or predictable misconceptions about a designated con‑cept, principle, or process. Ask them to agree or disagree. Student can respond using hand signals, white boards, SRSs, or on paper.

Anonymous Exit Card (“Ticket to Leave”)Periodically, distribute index cards and ask students to complete the cards at the conclusion of a class period, end of the week, etc. Examples of responses: • What are the most important things you learned about ____? • What do you understand about ______? • What don’t you understand yet? What questions do you have? Scan the cards, looking for patterns (e.g., areas where many students have questions).

ObservationsCarefully observe students as they work or respond to questions. Observe the work they produce. What areas of strength and weakness do you notice.



1. Mandate that every teacher must use UbD for all of their planning immedi‑ately (without sufficient training, on-going support, or structured planning time).

2. Assume that staff members under‑stand the need for UbD and/or will naturally welcome it. In other words, prescribe UbD as an “answer” or “so‑lution” when staff do not see or own the “problem.”

3. Introduce UbD as this year’s focus, suggesting that UbD can be fully im‑plemented in a year and that it bears no relation to last year’s initiative. (This practice can foster a “This too shall pass” attitude in staff.)

4. Attempt to implement too many initiatives simultaneously (e.g., UbD, Differentiated Instruction, Curriculum Mapping, Brain-based Learning, Pro‑fessional Learning Communities, etc.).

5. Provide one introductory presenta‑tion/workshop on UbD and assume that teachers now have the ability to implement it well.

* Think big, but start small; e.g., • Work with volunteers at first

• Ask teachers to plan just one UbD unit per semester for starters. • Encourage teachers to work w/ a colleague or team, and begin w/ a familiar unit topic. • Provide some designated planning time.

* Establish the need for a change (e.g., analysis of performance data or staff/student surveys) before proposing a pre‑scription. Make sure that staff see UbD as an appropriate response to a need that they recognize and own.

* Develop and publish a multi-year plan to show how UbD will be slowly and systematically implemented as part of a larger strategic plan, not simply this years’ “new thing.”

* Develop a 1-page graphic (e.g. limbs of a tree, pieces of a puzzle, supports of a building, etc.) showing how the vari‑ous school/district initiatives are inter‑connected. Use “backward design” to plan all major initiatives.

* Design a long-term professional development program “backward” from your goals. Then, develop a plan for the year (workshops, study groups, action research, etc.) to develop staff competence and confidence with UbD.

How to Kill UbD - by Design

How to Kill UbD - by Design Tips to Avoid Killing UbD



How to Kill UbD - by Design(continued)

6. Provide UbD training for teachers, but not for administrators, OR give adminis‑trators and supervisors the same training as teachers.

7. Provide minimal UbD training for a few teachers in a Train-the-Trainers program and then expect immediate and effective turn-key training of all other staff.

8. Train people in Stage 1 for the first year, Stage 2 in year 2, then Stage 3 in Year 3.

9. Announce that UbD is the official way to plan, and from now on, teachers are expected to use the UbD template to plan each and every lesson.

10. Standardize all UbD implementa‑tion. Do not permit options/alternatives/different approaches to learning and us‑ing UbD. Disregard the interests, talents, and readiness of individuals and teams.

* Establish parallel tracks of training for administrators in which they learn how to supervise and support UbD; e.g., how to conduct in-class “look-fors,” establish peer reviews of units, form PLC teams for peer review, etc.

* Invest in cultivating expertise in a team. Engage staff in “coming to un‑derstand” UbD through study groups, exploration of essential questions and data, etc. Consider using outside experts/consultants to launch UbD when necessary.

* Introduce UbD as a “whole.” Begin by working on elements in all three stages (e.g., EQs for Stage 1,Performance Tasks for Stage 2).

* Make clear that the UbD framework is designed for unit and course design, not for planning individual lessons. Encourage teacher teams to agree on Desired Results (Stage 1) and Evi‑dence (Stage 2), then allow teachers some freedom in how they develop and write lessons (Stage 3).

* Differentiate UbD implementation as appropriate; e.g.: • Allow different departments and grade- level teams some options for actions. • Permit minor modifications to the Tem- plate to highlight specific school/district --goals.

How to Kill UbD - by Design Tips to Avoid Killing UbD



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Documents

Understanding by Design 2.0: Designing Understanding-Based Curriculum (Two …roleofcoordinatorjakarta2015.weebly.com/uploads/3/2/3/1/... · 2019-10-07 · PD15GS001 . Understanding